pennsylvania assessment system and competency standards

Pennsylvania Assessment System and

Competency Standards

2

Pennsylvania Assessment System and Competency Standards

Acknowledgements The Pennsylvania Key would like to thank the many individuals and organizations who contributed to the development of the Pennsylvania School-Age Professional Credential. Their tireless efforts in this process and dedication to professionalizing the field are to be commended. First, thank you to the Department of Human Services, formally known as the Department of Public Welfare, Office of Child Development and Early Learning (OCDEL) for its commitment to a comprehensive vision of improving outcomes for all of Pennsylvania’s children. Without the support and funding of the OCDEL this program could not be implemented.

Thanks are extended to James Murphy and the New York State School Age Care Coalition for their generosity in sharing materials and extending permission to reprint, for sharing experience and knowledge in the development of the credentialing process and for providing us with a framework from which to begin.

The members of the School-Age Advisory Committee have provided tremendous guidance and insight to the creation of this credential. Their expertise, encouragement and enthusiasm have been invaluable. The members of the School-Age Advisory Committee include: Bernadine Ahonkai, PA Key; Diane Barber, Pennsylvania Partnerships for Children; Michele Black, Child Care Consultants; Sara Bosley, YWCA of York; Claire DeFazio, Community Services for Children; Nicole Fetherman, Northampton Community College; Lauren Haag, Central Intermediate Unit; Darlene Hamilton, Northwest Institute of Research; Mary Jane Hostetter, Harrisburg Area Community College; Debi Mathias, Office of Child Development, Department of Public Welfare; Lillian McCuen; Maureen Murphy, Child Care Consultants; Gail Nourse, PA Key; Janet Oesterling, Southeastern PA School-Age Child Care Project (MELC); William Pricener, YMCA of Pittsburgh; Betsy Saatman, Environment Rating Scale Assessor at the PA Key; Angie Somogyi, Caring People’s Alliance; Howard Tucker, West Philadelphia Child Care Network; Carmen Weachter-Gatti, Southeastern PA School-Age Child Care Project (MELC) Suzanne Zanella, YMCA of Pittsburgh.

In addition to contributions regarding content, special thanks is extended to Diane Barber, Pennsylvania Partnerships for Children, for her artistic contribution to the layout of these materials.

Contents Acknowledgements............................................................................................................................ 2 Preface .............................................................................................................................................. 4 Pennsylvania School-Age Competency Standards ................................................................................ 5

Developmental Context.......................................................................................................................... 5 Assessment Process ........................................................................................................................... 8

STAGES IN THE PROCESS ........................................................................................................................ 8 2. SAC Credential Preparation Program ............................................................................................. 8 3. Information Collection .................................................................................................................... 8 4. Team Formation ............................................................................................................................. 9 5. Advisor/Candidate Review Meeting ............................................................................................... 9 6. Assessment Visit Request ............................................................................................................. 10 7. Local Assessment Review Meeting ............................................................................................... 10 8. Credential Review Panel ............................................................................................................... 10 9. Renewal ........................................................................................................................................ 10

Pennsylvania School-Age Professional Credential Process ................................................................. 10 Eligibility Requirements and Information Collection .......................................................................... 11

CANDIDATE ........................................................................................................................................... 11 ADVISOR ............................................................................................................................................... 12 Observation .......................................................................................................................................... 13 PARENT COMMUNITY REPRESENTATIVE ............................................................................................. 13 SCHOOL-AGE CREDENTIAL ASSESSOR .................................................................................................. 14 SAC CREDENTIAL INSTRUCTOR ............................................................................................................. 16 CREDENTIALING AGENCY RESPONSIBILITIES ........................................................................................ 17

4

Preface The choice to work with school-age children (5 – 12 years-old) is one of the most important career decisions that one can make. A school-age staff member or practitioner is a special person in children’s lives as they master skills, develop friendships, grow in independence, and move to new levels of thinking and understanding about themselves and the world. It is an exciting and challenging responsibility to set up a supportive learning environment for a group of school-agers, develop a relationship with each one, and meet his/her needs as individuals and as a group. Children’s learning experiences during this period in their lives can increase self-confidence and success in school.

The number of children in school-age programs has multiplied in recent years. Families place great trust in the staff of these programs, for it is the daily performance of the staff member or provider that determines the quality of the children’s experience. The Pennsylvania School-Age Professional Credential Competency Standards support quality programs for school-age children by providing standards for professional development, evaluation, and recognition of program staff and providers based on their ability to meet the unique needs of this age group.

Applying for the Pennsylvania School-Age Professional Credential is a big commitment. However, working towards the Credential can be a rewarding experience. It offers staff members an opportunity to:

• Examine his/her own work in relation to the Pennsylvania School-Age CareCompetency Statements

• Get feedback and support from people who have experience working withschool-age children and knowledge about school-age services.

• Improve his/her knowledge and skills in ways that are satisfying for themselves andbeneficial for children;

• Plan their educational pathway through the use of the Pennsylvania Keys CareerPathway by identifying where they currently fit on the pathway and by identifying theposition they are interested in attaining; and

• Earn a professional credential that is recognized throughout Pennsylvania and theKeystone STARS Continuous Quality Improvement System.

The research regarding improved program quality and outcomes for children when staff increase their knowledge of child growth and development through professional development and education is compelling. To this end, the Pennsylvania School-Age Professional Credential has been developed to promote quality services for children and families by providing specific standards, professional development, and evaluation of school-age staff and providers. It is an opportunity for individuals working with school-age children to gain professional recognition, demonstrate competence and positively impact child outcomes.

Pennsylvania School-Age Competency Standards The competency standards are divided into Competency Goals, Functional Areas and Developmental Context.

• Competency Goals are statements of a general purpose or goal for behavior. Thereare six (6) goals.

• Functional Areas describe the major tasks or functions that a school-age professionalmust complete in order to carry out the Competency Goal. There are thirteen (13)Functional Areas.

• Developmental Context is a brief overview of relevant child developmentprinciples explaining each Functional Area.

Goal Statement Functional Area Developmental Context

Goal I To Establish and Maintain a Safe, Healthy Environment Conducive to Learning.

1. SafeCandidate maintains a safeenvironment to prevent and reduce injuries.

Safe One of the most essential services for school- age children is to ensure their safety and well- being. Indoor and outdoor areas should be free of dangerous conditions and materials. Adults should teach children about safety and comfort children when hurt. Adults should be attentive and have the skills and knowledge to prevent injuries and to handle emergencies, accidents, and injuries appropriately when they occur. In a safe environment, children will learn gradually to protect themselves and look out for others.

2. HealthyCandidate promotes goodhealth and nutrition and provides an environment that contributes to the prevention of illness.

Healthy Good health involves sound medical and dental practices and good nutrition. Adults should model and encourage good health and nutrition habits with school-age children. Food should be nutritious, prepared carefully and served in a relaxed atmosphere. Prompt care should be given to school-age children who are or become ill or hurt. School-age children need a clean environment that is properly lighted, and heated or cooled. Indoor and outdoor areas should be free of materials or conditions that endanger children’s health. Care of the child’s physical needs communicates positive feelings about his/her value and influences the child’s developing identity and feelings of self-worth. Parents and providers should exchange information about children’s physical health frequently.


Goal I (cont.) 3. Out-of-SchoolEnvironmentsCandidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages play, exploration, and learning.

Out-of-School Environments Children of all ages learn from their own experience and by imitation. Adults can guide and encourage children’s learning by ensuring that the environment is emotionally supportive; invites active exploration, play and movement by children; supports a broad array of experiences. A reliable routine, together with a stimulating choice of materials, activities, and relationships, enhances children’s learning and development.

Goal II 4. Physical Physical To Advance Physical and Intellectual Competence.

Candidate provides a variety ofequipment, activities, and opportunities to promote the physical development of school-age children.

Physical development is an essential part of the total development of school-age children. Developing physically includes using large and small muscles, coordinating movements, and using the senses. Large-motor development includes strengthening and coordinating the muscles and nervous system controlling large motions using the arms, legs, torso, and or whole body. Small-motor development involves the ability to control and coordinate small, specialized motions using the eyes, mouth, hands, and feet. Adults should provide material, equipment, and opportunities for indoor and outdoor activities that encourage this development and recognize and respect the wide differences in individual rates of physical development.

5. Cognitive Cognitive Candidate provides hands-onactivities, experiences, and opportunities that encourage curiosity, exploration, and problem-solving appropriate to the developmental levels and learning styles of school- age children and support appropriate academic standards.

Exploring and trying to understand the world is natural and necessary for school-age children’s cognitive or intellectual development. As school-age children learn and grow, their thinking capacities expand and become more flexible. Fun activities – some that engage children in a process and others that encourage them to produce a product – help build children’s thinking capacity. Adults should support and guide their process by responding to children’s questions with information and enthusiasm and by using family routines and experiences as learning opportunities, and providing exposure to play, reading, writing, riddles and jokes, dance, drama, music, art, and science. Cognitive growth also requires healthy development in other areas: consistent physical growth, secure emotional behavior, and positive social interaction.

4


Goal II (cont.) 6. CommunicationCandidate activelycommunicates with school- age children and provides opportunities and support for school-age children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.

Communication Communication between people can take many forms, including spoken words or sounds, gestures, eye and body movements, and touch. Children need to understand verbal and nonverbal means of communicating thoughts, feelings and ideas. Adults can help school-age children develop their communication skills by encouraging communication and providing ample opportunity for children to listen, interact, and express themselves freely with other children and adults.

7. CreativeCandidate providesopportunities that stimulate school-age children to play with sound, rhythm, languages, materials, space, and ideas in individual ways and to express their creative abilities.

Creative All school-age children are imaginative and have creative potential. They need opportunities to develop and express these capacities. Creative play serves many purposes for children in their cognitive, social, physical, and emotional development. Adults should support the development of children’s creative impulses by respecting creative play and by providing a wide variety of activities and materials that encourage spontaneous expression and expand children’s imagination.

Goal III To Support Social and Emotional Development and Provide Positive Guidance.

8. SelfCandidate provides physicaland emotional security for each child and helps each school-age child know, accept, take pride in himself or herself and develop a sense of independence.

Self All children need a physically and emotionally secure environment that supports their developing self-knowledge, self-control, and self-esteem, and at the same time encourages respect for feelings and rights of others. Knowing one’s self includes knowing about one’s body, feelings, and abilities. It also means identifying one’s self as a girl or boy and a member of the family and larger cultural community. Accepting and taking pride in one’s self comes from experiencing success and being accepted by others as a unique individual. Self- esteem develops as children master new abilities, experience success as well as failure, and realize their effectiveness in handling increasingly challenging demand in their own way.

9. SocialCandidate helps each school- age child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among school-age children and adults.

Social Children need to develop social skills that help them work and play cooperatively and productively with other children and adults. To do this, children need to feel secure themselves, value other people, and enjoy positive social interaction. Valuing diversity is a social skill that staff must model for children as well as seek out opportunities to help children increase their own sense of belonging and better understand the diversity of the world around them.


Goal III (cont.) 10. GuidanceCandidate provides asupportive environment inwhich children can learnand practice appropriateand acceptable behaviors asindividuals and as a group.

Guidance Knowing what behavior is appropriate or acceptable in a situation is an important skill. Children develop this understanding when consistent limits and realistic expectations of their behavior are clearly and positively defined. Understanding and following simple rules can help children develop self-control. Children feel more secure when they know what is expected of them and when staff and parents’ expectations realistically take into account each child’s development and needs.

Goal IV To Establish Positive and Productive Relationships with Families.

11. FamiliesCandidate maintains an open,friendly and cooperative relationship with each school-age child’s family, encourages their involvement in the program, supports the school-age child’s relationships with his or her family, respects the diversity of family structures and understands that children develop within the context of their families and culture.

Families Today’s families take many different forms. Each family has primary responsibility for its own children, and parents may share this responsibility for their children with others. The parents and the school-age practitioner become partners who communicate respectfully and openly for mutual benefit of the children, family, and the practitioner. School-age practitioners also recognize that parenthood is a developmental process and can support parents in this role.

Goal V To Ensure a Well- Run Purposeful Program Responsive to Participant Needs.

12. Program ManagementCandidate is a manager whouses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative co-worker

Program Management Running an effective program requires a systematic and responsive approach. A systematic approach means that the Candidate can determine the needs of the program, families and children; can make plans based on those needs; and can keep accurate records of needs, plans, and practices. Such an approach should be applied to keeping records of attendance, health status, and required forms. It should include specific plans for meeting the needs of children and coordinating communication among involved adults through written information, meetings with parents and resource persons, and frequent informal discussions.

6


Goal VI 13. Professionalism Professionalism To Maintain a Commitment to Professionalism

Candidate makes decisionsbased on knowledge of school-age development theories and practices, promotes quality in school- age services, maintains confidentiality at all times, and takes advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of school-age children and families.

Professionals working with school-age children and their families make decisions based on knowledge of school-age development, appropriate school-age activities, and family life, and demonstrate a commitment towards quality programs for school-age children. The professional school-age staff member continues to set new goals and take advantage of professional development or educational experiences that will help her/him to grow more competent. Recognizing that the way they relate to one another directly affects the quality of school-age programs and sets an example for children. Adults in school-age settings work to resolve issues and problems among themselves cooperatively and respectfully. They also work together to educate the community at large about the needs of school-age children. The staff member should develop relationships with other school-age professionals and establish a network for information support.

8

Assessment Process An assessment is the process by which a school-age practitioner’s competence is evaluated. The evaluation is conducted by a group of people referred to as the Local Assessment Team (LAT). The team consists of the individual practitioner (Candidate); a school-age professional (Advisor); a member of the local community (Parent/Community Representative); and a representative of the credentialing organization (SAC Assessor). The SAC Assessor is assigned to the team by the state credentialing organization after the Candidate has requested an assessment visit. Each team member collects information about the Candidate’s work in relationship to the Pennsylvania School-Age Credential Competency Standards. The information is reviewed and discussed with the Candidate at the Local Assessment Review Meeting. Upon completion of the Local Assessment Review Meeting a recommendation is made to the Credential Review Panel, a statewide review committee. The decision to award or not award the SAC Professional Credential is based upon the final review of the Credential Review Panel.

STAGES IN THE PROCESS

1. Application

Any interested individual meeting all the eligibility requirements may apply by requesting application materials from the PA Key. The application packet includes the instructions and forms required for this process.

2. SAC Credential Preparation Program

Because the Pennsylvania School-Age Professional Credential is based on competence that is observed and documented, there is flexibility as to how a Candidate develops the necessary competence. The individual may choose to join an organized school-age professional development program (offered by an approved host agency), apply college coursework, do independent study, or a combination of all of these. The Candidate must document 120 hours of instruction covering the thirteen Functional Areas.

3. Information Collection

Information collection includes observations by LAT members, parent/family questionnaires and the preparation of a Portfolio and Resource File.

• Portfolio: Contains an autobiographical statement, a program description, and onewritten example of his/her competence in each of 13 Functional Areas.

• Resource Collection File: A file or collection of thirty-three (33) resourceitems. These items are not to duplicate items in the Portfolio.

• Observations and Surveys: In addition to the Portfolio and Resource File, the Advisorconducts one (1) formal observation of the Candidate at work. The observationdocuments the Candidate’s behavior and effectiveness in each of the 13 FunctionalAreas and based on the observation the Advisor can make recommendations forfurther growth and development.

The Parent/Community Representative also conducts one (1) observation of the Candidate at work. The Candidate must also distribute and collect family questionnaires and ensure that the Parent/Community Representative tallies the family questionnaires.

More information about the Advisor and the Parent/Community Representative is described below in Team Formation.

4. Team Formation

Formation of the Local Assessment Team will occur while the Candidate participates in coursework and is collecting their documentation. In addition to the Candidate, three people serve as a part of the Local Assessment Team (LAT). They are the Advisor, Parent/Community Representative, and the SAC Credential Assessor. Each team member must meet the eligibility requirements and has specific responsibilities for collecting information about the Candidate’s work with school-age children.

Identifying an Advisor

The Candidate is responsible for identifying an Advisor who can guide them through the Pennsylvania School-Age Professional Credential process and who serves as a part of the Local Assessment Team. The Advisor works closely with the Candidate to assess current competence, identify professional development needs, and suggests continued professional growth.

Identifying a Parent/Community Representative

The Candidate is responsible for identifying a Parent/Community Representative who works with the Candidate to collect family surveys. This individual is also responsible for conducting one observation of the Candidate at their work site. The Parent/Community Representative’s role is to represent the interests of parents and the community in the assessment process.

Identifying the SAC Assessor

The Credentialing Agency is responsible for assigning the SAC Assessor when the Candidate has submitted a request for an assessment visit. This individual is responsible for facilitating the Local Assessment Review Meeting described below.

5. Advisor/Candidate Review Meeting

Prior to submitting the Assessment Visit Request Form, the Advisor and the Candidate may meet to review information that should be collected prior to submitting the request form and to assess the Candidate’s readiness to request a Local Assessment Review Meeting. At this time the Advisor will ensure that the Candidate has also gotten the Parent/Community Representative to sign-off on the Assessment Request Form.

10

6. Assessment Visit Request

When the Candidate has collected all the required documentation s/he is ready to request an Assessment Visit by submitting the Assessment Request Form. Once the assessment visit request is received, the credentialing agency will assign a SAC Credential Assessor.

7. Local Assessment Review Meeting

The Candidate and the SAC Credential Assessor meet to review and discuss the information collected about the Candidate. The SAC Credential Assessor will conduct an observation of and interview with the Candidate. Information reviewed includes observations, questionnaires/surveys, Portfolio and Resource File. The Candidate has an opportunity to orally present his/her learning as demonstrated in their Portfolio and Resource File through an interview process. The SAC Credential Assessor will follow a standard procedure which will include an interview with the Candidate including eighteen questions addressing each of the Functional Areas.

At the conclusion of the meeting a recommendation is made to the Credentialing Agency to award the credential or not. If a recommendation is made not to award the credential, then the recommendation will be for the Candidate to pursue additional professional development in specific areas and reapply for the Credential at a later date.

8. Credential Review Panel

The SAC Credential Review Panel meets as needed to review the recommendations to award the Pennsylvania School-Age Professional Credential. At this time procedures of the Local Assessment Team and SAC Assessor are reviewed. The Review Panel ensures that the Local Assessment Team followed appropriate procedures and that the Local Assessment Review Meeting was conducted according to procedure. If documentation shows that all procedures were followed, they accept the recommendation.

If a recommendation is made not to award the Credential, then a Professional Development Improvement Plan and timeline for completing the process will be sent to the Candidate. The Candidate should work with their Advisor to make the suggested improvements. Upon completion of this process the Candidate may resubmit to the Credential Review Panel.

9. Renewal

The Pennsylvania School-Age Professional Credential is valid for three (3) years from award, after which it may be renewed for five (5) years.

10

Pennsylvania School-Age Professional Credential Process

Eligibility Requirements and Information Collection CANDIDATE

Eligibility Requirements

The Candidate must meet the following eligibility criteria:

A. Current Work/Setting

Must be working in a Department of Human Services (DHS) certified program and beable to be observed while working with school-age children (5-12 years-old).Individuals providing care to school-age children and working in a center-based,school-based, group home or family day care setting are eligible.

B. Education

Candidate must have the minimum of a high school diploma or GED credential andmust have a completed a Professional Development Plan

C. Experience

Candidate must have worked at least 480 hours with school-age children in the pastfive (5) years.

Information Collection Responsibilities

The Candidate has three major responsibilities in the assessment process. These responsibilities are to coordinate the work of the LAT, prepare the Portfolio and assemble the Resource File.

A. Portfolio

1. A brief autobiographical statement of about 300 words.

2. A program description that includes:

a. Goals and philosophy of the program

b. A description of the school-age program including the number of children andthe age ranges, special needs, languages spoken, cultural backgrounds and thenumber of staff members.

3. One section for each of the thirteen (13) functional areas.

4. One artifact (written entries) in each section describing the Candidates work in thatfunctional area.

a. Each entry must contain a description that tell: what, how, when and why youconducted this activity and why you feel it is important (include your ownphilosophy; idea; rationale).

b. How it relates to the developmental levels of the school-age children in yourprogram.

12

5. A current Individual Professional Development Plan.

6. All portfolio entries must be based on work within 12 months prior to the date theCandidate submits the Assessment Visit Request.

7. The Candidate will present the Portfolio orally at the assessment meeting. Thepresentation will be brief (10-15 minutes) and will describe the highlights of theCandidates work with school-age children.

8. More specific instructions about preparing your Portfolio can be found in theCandidate Instructions booklet.

B. Resource File

1. The Resource File must contain thirty-three (33) items.

2. The items will be arranged by Competency Goal.

3. Items should be numbered and placed in chronological orderso that items can beeasily located during the assessment process.

4. The materials in the Resource File cannot duplicate entries in the Portfolio.

5. All items must be collected within 12 months prior to the date Candidatesubmits the Assessment Visit Request Form.

6. The 33 items are listed in the Candidate Instructions booklet.

ADVISOR


Advisors must meet the following requirements:

A. Personal

Be knowledgeable about the Pennsylvania Department of Human Services certificationregulations, Keystone STARS Performance Standard, and Pennsylvania Department ofEducation Learning Standards. As well as familiarity with school-age child careprograms.

B. Education

B.A., B.S., or advanced degree in education (early childhood, elementary, specialeducation); child development, recreation, or other related fields and successfulcompletion of the SAC Credential Advisor Institute.

Or

A. A., A. A. S. in a related field and successful completion of the SAC Credential AdvisorInstitute.

Or

Successful completion of the Pennsylvania School-Age Professional Credential and successful completion of the SAC Credential Advisor Institute.

C. Experience

Two years of experience in a school-age setting including at least one yearworking with children.

• One year working directly with children in the same age range as the childrenin the Candidate’s program as a school-age staff, teacher, family child careprovider, social worker or similar role; and

• One year of responsibility for the professional growth of another adult.

D. Conflict of Interest Statement

To promote objectivity and credibility, an individual serving as an Advisor:

• Must not be the relative of a child in the Candidate’s program.

• Must not be a relative by blood or marriage of the Candidate.

• Must not be working with the Candidate in a co-teaching situation.

Advisor Responsibilities

An Advisor serves as a professional resource for the Candidate during the assessment process and works with the Candidate for at least 12 weeks. An Advisor must conduct at least one observation of at least two (2) hours in length of the Candidate at work and provide recommendations for improvement.

Observation

1. Observe the Candidate working with school-age children.

2. Complete the Observation Instrument which records observations of theCandidate’s performance in each of the functional areas.

3. Observation(s) must be completed six (6) months prior to the final assessment.

• Provide regular feedback to the Candidate throughout the assessmentprocess.

• Advise Candidate about the preparation of the Portfolio and Resource File.

• Review the Portfolio and Resource File.

PARENT COMMUNITY REPRESENTATIVE


The Parent/Community representative must meet the following requirements:

A. Personal

• Possess communication skills to fulfill the responsibilities of theparent/community representative.

• Be able to observe the Candidate in order to prepare a written report of theobservation, tally information collected from the parents of the children in theprogram and provide feedback and clarification to the SAC Assessor asnecessary.

14

B. Involvement with Program

• Have been involved as a volunteer or parent with a school-age program.

C. Conflict of Interest

• Must not be currently employed by the school-age program or program’sparent agency.

• It is preferred that the representative not have a child in the Candidates careduring the period of observation.

• Must not be a relative by blood or marriage of the Candidate.


A. Family surveys:

• Within six (6) months prior to the final assessment, confers with the Candidateabout the Family Questionnaire. Collects (at least 50%) of the familyquestionnaires distributed.

• Tallies all Family Questionnaires on the tally form.

B. Observation:

• Within six (6) months prior of the final assessment, conducts an observationof the Candidate on the Parent/Community Representative ObservationForm.

C. Submitting Paperwork

• Once the Parent/Community Representative Observation is complete andfamily questionnaires are tallied, they are put in a sealed envelope and given tothe Candidate. The Candidate is responsible for presenting the familyquestionnaires and the completed observation in the sealed envelope to theSAC Assessor at the Local Assessment Review Meeting.

• Sign-off on the Candidate’s Assessment Visit Request Form.

SCHOOL-AGE CREDENTIAL ASSESSOR


A. Personal

• Be knowledgeable about the Department of Human Services Certificationregulations and Department of Education academic standards. Be familiar withschool-age programs.

B. Education

• B.A., B.S., or advanced degree in education (early childhood, elementary, specialeducation); human development, psychology, sociology, social work, child andfamily studies, recreation, home economics/family & consumer science, childand family studies, pediatric nursing, and business.

Or

• Associates degree and successful completion of the Pennsylvania School-AgeProfessional Credential. Must meet Level B or above requirements in thePennsylvania‘s Early Childhood Career Pathway.

C. Experience

• Experience working with diverse populations.

• Strong written, oral and interpersonal skills.

• Membership in a professional organization.

• Experience working with school-age children preferred.

• Knowledge of the Pennsylvania School-Age Professional Credential process,Department of Human Services, Pennsylvania Department of Education andNational Afterschool Association regulations and standards.

• Excellent professional references.

• Successful completion of the Pennsylvania SAC Assessor Institute.

D. Conflict of Interest

To promote objectivity and credibility, an individual serving as an Assessor must:

• Not be the relative of a child in the Candidate’s care at any time during theassessment process.

• Not be a relative by blood or marriage or other legal relationship to theCandidate.

• Not be employed by the Candidate’s agency, as staff or as a consultant,independent contractor, currently or at any time in the past.

• Not have provided technical assistance to the program.

• Not have authority over the program such as funding or regulatoryauthority.

• Sign a Conflict of Interest Statement.


The SAC Assessor is a professional who is knowledgeable about school-age programs. The SAC Assessor has been specially trained to observe, interview, make fair judgments, and facilitate the Local Assessment Review Meeting according to standard procedure. The SAC Assessor is assigned to an assessment by the credentialing agency, the Pennsylvania Key.

A. Observation

• Observe the Candidate in their school-age program setting for a minimum oftwo (2) hours.

B. Interview

• Interview the Candidate following the observation to clarify any aspects of theobservation and to learn more about the Candidate’s work.

• The interview must include at least one question to the Candidate relating toeach of the Functional Areas. A total of eighteen (1) questions will be asked.

16

C. Other Responsibilities

• Conduct the Local Assessment Review Meeting fairly and in accordance withstatewide guidelines/standard procedures.

• Review the Portfolio and Resource File and tally of Family Questionnaires

• Review completed observations from the Advisor and Parent/CommunityRepresentative.

• Verify that the procedures have been followed and submit completeddocumentation to the credentialing agency within 2 business days.

• Respect the confidentiality of all information acquired during the LocalAssessment Review Meeting.

SAC CREDENTIAL INSTRUCTOR


The Pennsylvania SAC Credential Instructor is a professional who has deep knowledge and understanding about school-age programs and current issues and trends.

A. Personal

• Be knowledgeable about the Department of Human Services Certificationregulations and Department of Education academic standards. Be familiar withschool-age programs.

B. Education

• M.A., M.S. in education (early childhood, elementary, special education);human development, psychology, sociology, social work, child and familystudies, recreation, home economics/family & consumer science, child andfamily studies, pediatric nursing, and business. Must meet Level D or aboverequirements on the Pennsylvania’s Early Childhood Career Pathway.

Or

• B.A., M.S. in education (early childhood, elementary, special education); humandevelopment, psychology, sociology, social work, child and family studies,recreation, home economics/family & consumer science, child and familystudies, pediatric nursing, and business AND supervised by a master’s ordoctoral level instructor.

C. Experience

• Knowledgeable about adult learning principles.

• Must meet Pennsylvania Quality Assurance System (PQAS) instructorcriteria.

• Must adhere to the Trainer Code of Ethics as per PQAS.

• Minimum of five years’ experience working in the school-age field.

• Experience working with diverse populations.

• Strong written, oral and interpersonal skills.

• Membership in a professional organization related to school-age children andyouth.

• Excellent professional references.

D. Conflict of Interest

To promote objectivity and credibility, an individual serving as an Instructor must:

• Not serve as a SAC Assessor for any individuals completing thecoursework in their class.


A. Observation

• If you are also acting as the Advisor, then you must also observe theCandidate in their school-age program setting for a minimum of two (2)hours.

B. Other Responsibilities

• Implement course in accordance with guidelines described in theImplementation Guide for the SAC Credential Preparation Program.

CREDENTIALING AGENCY RESPONSIBILITIES

• Coordinate the entire credentialing process.

• Distribute credentialing materials to qualified and interested Candidates.

• Maintain updated school-age credential materials.

• Recruit, train, monitor, schedule, supply and reimburse qualified Assessors.

• Recruit and orient professional development organizations, including institutions ofhigher education, to offer professional development opportunities for credentialpreparation to help meet the needs of the Candidates.

• Develop a database to track Candidates throughout the credentialing process.

• Convene a statewide panel of experts to review and monitor the materials, proceduresand officially reward the credential or recommend additional training.

• Send the renewal announcement to the Candidate three months prior to theexpiration of the credential.

• Convene the Credential Review Panel to review materials submitted by the LocalAssessment Team and SAC Assessor for the purpose of awarding the credential.

pennsylvania assessment system and competency standards

Documents